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PubMed2002

Learning about screening using an online or live lecture: does it matter?

OBJECTIVE: To determine the impact of an online lecture versus a live lecture on screening given to medical students who are participating in an outpatient clerkship. DESIGN: Prospective, randomized, controlled study. PARTICIPANTS AND SETTING: Ninety-five senior medical students in a primary care medicine clerkship based at university and distant clinic sites. INTERVENTION AND MEASUREMENTS: Forty-eight medical students were randomized to the live lecture on screening (live lecture group), and forty-seven medical students were randomized to the online lecture on screening (online lecture group). Outcome measures included students' knowledge, use of time, and satisfaction with the lecture experience. RESULTS: Compared to students in the live lecture group, students in the online lecture group demonstrated equal post-intervention knowledge of screening (P =.91) and expended 50 minutes less time to complete the lecture. Online lecture students who used the audio feed of the lecture were equally satisfied with the lecture as the live lecture students. Without the audio feed, online lecture students were less satisfied. CONCLUSIONS: An online lecture on screening is a feasible, efficient, and effective method to teach students on outpatient clerkships about principles of screening.

Adult↗
PubMed1999

Lecture as a mode of instruction in undergraduate medical education.

OBJECTIVE: This study was carried out to determine the place of lecture as a mode of instruction in undergraduate medical education by examining the views of the students about some selected aspects of the lecturing sessions and their ability to recall the varying percentages of the content of the delivered lecture after a specified period of time. METHODS: An observational cross sectional study was carried out in which the final year students of Fatima Jinnah Medical College for Women, Lahore belonging to sessions 1995-1996 and 1996-1997 participated. The study comprised of two parts; first was administration of a questionnaire containing the questions regarding students' opinions about the lectures attended, duration of lecturing sessions and comparison between lecture and clinical classes. The second part consisted of two surprise tests examining the ability of the students to recall the subject taught in a particular lecture after one week and one month intervals. RESULTS: According to 74% students lecturing sessions were not beneficial. Only 12% students remained attentive throughout the lecture their reason being ineffective and boring presentations and 55% participants wanted the existing duration of the lecture period to be halved. Clinical sessions were considered to be superior by 79% respondents. About 34% to 35% students could recall more than 50% of the content of the delivered lecture after one week and 20% were able to do so after one month. CONCLUSION: Consideration should be given to the feedback received and follow up studies should be carried out so that appropriate changes in the curriculum could be induced in order to ensure the effectiveness of the lecture and to avoid wastage of resources and time and to justify the place of lecture as a mode of instruction in undergraduate medical education.

Cross-Sectional Studies↗
PubMed1992

Lecture practices in United States anesthesiology residencies.

We obtained data on lecture practices from 100 of the 110 university-affiliated anesthesiology residency programs certified in the United States in 1988. Of these residency programs, 36% had a majority of their lectures before the operating room schedule began, 57% had no lectures at all in this early time slot, and 78% had morning lectures at least once a week in conjunction with a delayed operating room start. Seventy-one percent of programs had one or more afternoon lectures each week. An attendance of more than 80% was reported in 66% of the programs for morning lectures and in 50% of the programs for afternoon lectures, which is a significant difference. Aggregate pass rates on the American Board of Anesthesiology written examinations in 1987 and 1988 correlated significantly with morning-lecture attendance, but not with afternoon-lecture attendance, number of lecture days per week, or mandatory lecture attendance. These findings suggest the need for further study and definition of the role of lectures in resident education in anesthesiology.

Anesthesiology↗
PubMed2001

Evaluation of problem-based learning: a lecturer's perspective.

INTRODUCTION: The exponential growth in medical/dental knowledge and the ever-expanding influence and sophistication of information technologies have placed a burden of responsibilities on dental educators to fashion out a curriculum that can prepare students to face the coming challenges in the new millennium. Consequently, a curriculum reform took place in the Faculty of Dentistry, National University of Singapore in 1997. Problem-based learning (PBL) was first introduced to the Faculty in 1996 as a pilot project to the 4th year. The purpose of this project was to evaluate the 4-year experience in PBL teaching and learning from the lecturers' point of view. MATERIALS AND METHODS: All 12 lecturers, who had been involved in the PBL teaching, participated in this questionnaire survey, which was composed of 17 questions with a 5-digit Likert scale. Data analysis was carried out using the Spearman's correlation, t-test, and the Mann-Whitney U test. RESULTS: Six female, 5 male and 1 unidentified lecturers were recruited into this survey with a 100% response rate. In general, lecturers learned more in teaching PBL and significantly took pleasure in the interactive learning and self-directed learning modes inherent to PBL (P = 0.004). Compared to the male lecturers, female lecturers had a greater propensity to feel that PBL teaching might not be cost-effective (P = 0.03). Senior lecturers felt more fulfilled compared with the younger ones (P = 0.026). Those lecturers who enjoyed the interactive learning experience in PBL seemed to like the self-directed learning and felt more fulfilled through teaching PBL compared to the traditional teaching (TT) (P < 0.01). They also felt that PBL may be cost-effective (P < 0.01). Lecturers did not have difficulties in being a facilitator (P = 0.04). Interestingly, lecturers who found difficulties in being a facilitator for the PBL class seemed to learn more in teaching PBL classes than in TT (P < 0.05). Overall, lecturers would like to suggest more PBL to be incorporated into the curriculum (P = 0.02). Nevertheless, lecturers were concerned about the knowledge gaps in students learning with PBL (P = 0.01) and the time constraint of students (P = 0.002). CONCLUSION: The results of this study reveal the pros and cons of the current PBL teaching method and may thus provide proper guidelines to shape the further development of PBL in our faculty.

Age Factors↗
PubMed2003

Effectiveness and student perceptions of standardized radiology clerkship lectures: a comparison between resident and attending radiologist performances.

RATIONALE AND OBJECTIVES: The authors' objective in this study was to determine whether radiology residents can effectively substitute for attending radiologists in delivering standardized lectures to medical students, without a decline in student performance on examinations or perception of the clerkship lectures. MATERIALS AND METHODS: Between September 2001 and July 2002, 40 3rd- and 4th-year medical students in the radiology clerkship at Rhode Island Hospital were given 11 standardized PowerPoint presentations. Half of the students were lectured by attending radiologists, and the other half were given the same lectures by radiology residents. At the end of each lecture, students completed surveys regarding their perceptions of the lecture. At the end of each clerkship, a written examination was administered to the students. The results of the surveys and the written examinations were then analyzed to determine whether there were significant differences between the perceptions and performances of these two student groups. RESULTS: There was no significant difference regarding the perceived overall lecture quality and no significant difference in final examination performance between the two student groups. Lectures by residents were perceived as having an environment in which students felt more comfortable asking questions. Attending radiologist lecturers, however, were perceived to have a greater ability to answer student questions, as well as to ask more appropriate questions of students. CONCLUSION: Radiology residents were as effective overall as attending radiologists at presenting standardized lecture material to medical students, with no difference in student perception of overall lecture quality or in student performance on examinations.

Clinical Clerkship↗
PubMed2000

Collaborating with practitioners in teaching and research: a model for developing the role of the nurse lecturer in practice areas.

Collaborating with practitioners in teaching and research: a model for developing the role of the nurse lecturer in practice areas The integration of nurse education with higher education in the United Kingdom, has highlighted an uncertainty over the clinical role of nurse lecturers. Although benefits have been identified from lecturers maintaining strong links with clinical practice, the evidence suggests that nurse lecturer participation in practice areas is limited. This paper reports a strategy for developing the clinical role of the nurse lecturer through collaborating with practitioners in teaching and research. An action research project designed to implement and evaluate a teaching programme for pre-registration nursing students was developed. The research aimed to evaluate the programme and identify the benefits for students, practitioners and the nurse lecturer in collaborating in teaching on the programme. Ethical approval was granted from the local research ethics committee. Data were collected in three ways: questionnaires to 17 students; focused interviews with nine practitioners; and analysis of the reflective diary kept by the lecturer. Findings identified the success of the teaching programme and also revealed substantial benefits for students, practitioners and the lecturer. Selected findings are used to demonstrate how the liaison, teaching, clinical practice and research elements of the nurse lecturer's clinical role could be developed. The project was small scale and grounded within a specific context and thus may not be applicable to other settings. However, it is suggested that collaboration between nurse educationalists and practitioners in this way offers a potential model for developing the clinical role of the nurse lecturer.

Attitude of Health Personnel↗
PubMed2000

The nature and purpose of the role of the nurse lecturer in practice settings.

This paper examines the role of lecturers in nursing in pre-registration education. It focuses on the nature and purpose of the nurse lecturer's contribution in the practice setting, with particular emphasis on the issues surrounding clinical credibility. This is particularly pertinent in the light of current recommendations, which emphasise the importance of clinical learning in pre-registration education programmes. The purpose of the lecturer's role in clinical practice settings is ill defined. This lack of clear consensus regarding the expected outcomes for lecturers (in practice), leads to difficulty outlining what they should do in practice settings. Although lecturers accept that they have an important part to play in maximizing the learning opportunities for students in both university and practice settings, they are less clear about how this should be achieved in the latter. This paper argues that: It is opportune to examine and realign the lecturers contribution in practice settings given that there has been a shift in the responsibility for clinical learning; nurse education is now embedded in the higher education sector and there is a need for a greater emphasis on practice development. Clinical credibility for lecturers is about the development of nursing practice through education which is not always achieved by 'hands on' care. For example, assisting nurses in a ward area to develop expertise in evidence based practice may not involve 'hands on' care giving but does involve being conversant with current research and practice issues. The lecturer's expertise in practice settings is in teaching and facilitating learning, rather than direct care giving. No one common model for practice may be either feasible or desirable. However, it is important that nurse lecturers do not follow a particular approach because the debate about the nurse lecturer's role in practice settings fails to acknowledge the strengths and weaknesses of each model. It is important that the approach is based on sound rationale.

Clinical Competence↗
PubMed1984

Effects of lecture information density on medical student achievement.

With the virtual explosion of biomedical information, the medical educator regularly faces a quandary regarding how much to include in the medical curriculum. Opinions differ regarding how much of the available information on a particular topic should be presented in a medical school lecture. To understand better the effect of lecture information density on learning by medical students, one of the authors gave a basic clinical lecture only or clinical lectures with varying amounts of semirelated information. Tests which measured only retention of the basic material were given before lecture attendance, immediately after the lecture, and 15 days later. The results indicated that increasing the information density of a lecture reduced retention of the basic information. The memory loss apparently was due to information presented late in the lecture displacing facts learned by the students earlier in the same hour. The data suggest that lectures to medical students are more effective aids to learning when the information density is limited to a few main points that are "essential to know."

Achievement↗
PubMed1995

A required trauma lecture series for junior medical students.

OBJECTIVE: The lecture series portion of the Advanced Trauma Life Support Course is taught by full-time surgical faculty as part of the orientation process for an 8-week required surgery clerkship for third-year medical students at the University of Louisville School of Medicine. The objective of this study was to assess the effect of this lecture series on student learning and retention. MATERIALS AND METHODS: A pre- and post-lecture series test and control group design was used. Complete data were obtained on 299 students in 15 consecutive rotations. MEASUREMENTS AND MAIN RESULTS: Those students who attended the lecture series achieved a significantly higher score on the post-lecture series test than did the control group (70% vs. 53%). The long-term retention of the material, as measured by a delayed post-lecture series test 7-weeks after the lectures occurred, was high. CONCLUSIONS: The data indicate that the ATLS lecture series alone results in gains in knowledge for junior medical students. We believe that these data indicate that ATLS lectures should be adopted as a minimum requirement for teaching trauma principles in all medical schools.

Clinical Clerkship↗
PubMed2001

Problem-based learning within endocrine physiology lectures.

Methods were needed to improve the interest of medical students in the 10-lecture Endocrine Physiology block at the end of the second semester of study. Other incentives for improvement included the possibility of attracting students into endocrine research electives and the pressure to improve teaching approaches that results from the high tuition they pay. The principal approach adopted was that of whole class problem-based learning sessions (PBLS) in which the lecture period begins with a brief overview of one to three simplified cases, followed by the usual didactic lecture. At the end of the lecture, each PBL case is read in detail, with several questions posed to the students. Their answers are then used to reinforce concepts from the lecture material. This method can also provide some continuity between lectures, either by using a case in several lectures to illustrate different points, or by posing a question at the beginning of class that illustrates a point from the prior lecture. The outcome of this approach has been very successful: student evaluations of the lecture block and their attendance have significantly improved.

Curriculum↗
PubMed2001

The evaluation of a workshop to promote interactive lecturing.

BACKGROUND: The lecture is the most widely used method of teaching in medical education. Although effective lecturing has been described in the literature, many question whether problem-solving skills or attitudes can be transmitted using the traditional lecture. Introducing interactive techniques can promote learner participation and, as a result, can lead to a higher level of learning. This article assesses the effectiveness of interactive learning. DESCRIPTION: A 4-hr workshop has been offered for 4 consecutive years to faculty members in the Faculty of Medicine at McGill University to allow participants to explore interactive techniques and incorporate them into their lectures. For this study, an evaluation was conducted of the workshop given in Spring 1996. The experimental group consisted of the first 60 faculty members to register for the workshop, and the comparison group comprised the 40 individuals on the waiting list. Three instruments were used in the evaluation. An immediate postworkshop questionnaire was completed by the participants. Six months after the session, a 6-month postworkshop questionnaire was completed by the experimental and comparison groups that explored the use of interactive lecturing techniques since the workshop. In addition, 23 individuals from the experimental group and 14 from the comparison group were videotaped 6 months after the session and were scored on a videotape observational grid by an independent rater. EVALUATION: Overall, the workshop was deemed very useful by the majority of the participants. On the 6-month postworkshop questionnaire, the only difference found in the demographic data between the 2 groups was in the number of years of teaching experience. The experimental group had given more interactive lectures over the past 6 months and had used more audience responses, certain types of questions, audience surveys, live interviews, verbal and written cases, and study guides. From the videotape observational data, the experimental group scored higher in questioning and engaging the audience, and in using nonverbal gestures. As well, this group received higher ratings for their interactivity and for the students' responsiveness. CONCLUSIONS: Interactive lectures can increase student participation and involvement in the large class lecture. This 4-hr workshop, designed to promote the use of interactive lecturing techniques, can be considered successful based on self-reports from participants as well as from observational data.

Analysis of Variance↗
PubMed1995

Learning as a function of lecture length.

BACKGROUND: The purpose of this study was to compare the learning of family practice residents after lectures of differing lengths (either 20 or 50 minutes' duration). Immediate and delayed recall were measured by written quizzes administered at the conclusion of each lecture and 2 weeks later. METHODS: A total of 390 quizzes, 220 immediate and 170 delayed, were completed by residents from all three year groups attending didactic lectures as part of the regular training program curriculum at Naval Hospital Jacksonville. The completed quizzes were divided almost equally between 20- and 50-minute lectures. RESULTS: No significant difference was found when the Student's t test was used to compare the quiz scores following the contrasting lecture lengths at either the immediate post-lecture period (P = .294) or 2 weeks later (P = .5443). CONCLUSION: This study shows that a 20-minute lecture was equal to the classic 50-minute lecture in terms of information retained by residents. If future studies confirm this study's findings, medical educators will need to reevaluate the length of lectures to improve efficiency of teaching.

Family Practice↗